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dc.contributor.authorMeola, Marc
dc.identifier.citationMeola, M. (2004). Chucking the checklist: A contextual approach to teaching undergraduates Web-site evaluation. portal: Libraries & the Academy, 4(3), 331-344.en_US
dc.descriptionFile not available for download due to copyright restrictionsen_US
dc.description.abstractThis paper criticizes the checklist model approach (authority, accuracy, objectivity, currency, coverage) to teaching undergraduates how to evaluate Web sites. The checklist model rests on faulty assumptions about the nature of information available through the Web, mistaken beliefs about student evaluation skills, and an exaggerated sense of librarian expertise in evaluating information. The checklist model is difficult to implement in practice and encourages a mechanistic way of evaluating that is at odds with critical thinking. A contextual approach is offered as an alternative. A contextual approach uses three techniques: promoting peer- and editorially-reviewed resources, comparison, and corroboration. The contextual approach promotes library resources, teaches information literacy, and encourages reasoned judgments of information quality.en_US
dc.publisherJohns Hopkins University Pressen_US
dc.subjectInformation resourcesen_US
dc.subjectInternet in educationen_US
dc.subjectInformation literacyen_US
dc.titleChucking the checklist: A contextual approach to teaching undergraduates Web-site evaluationen_US
prism.publicationNameportal: Libraries & the Academyen_US

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